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Journal articles on the topic 'Music integration project'
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1
Egger, John Okley. "Effects of cooperative learning on preservice elementary teachers’ interest in and integration of music into core academic subjects." International Journal of Music Education 37, no. 4 (August 2, 2019): 608–21. http://dx.doi.org/10.1177/0255761419852173.
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The author investigated the effects of a cooperative learning environment on the implementation of integrating music into core academic subjects. Using a quasi-experimental design, participants ( N = 59) were preservice generalist elementary and special education majors from four course sections of a required music methods course, where two course sections worked in a cooperative learning environment and two course sections worked individually. For six weeks, participants worked on a final project that integrated music into academic core subject lessons. At the conclusion of six weeks, each participant individually microtaught one lesson created from the music integration project. Additionally, participants completed an interest survey after the study was concluded. Results showed that participants in the cooperative learning group scored statistically significantly higher ( p < .05) on the music integration project, microteaching evaluations, and rated statistically significantly higher interest on their projects from the student interest survey. These results suggest that participants in the cooperative learning group produced work of a higher quality than participants in the control group and that the cooperative learning group also showed a higher level of interest in their own music integration projects.
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Fujii, Takuma. "Integration of aspiring artists: Japanese music students in Germany." Asian and Pacific Migration Journal 29, no. 3 (September 2020): 358–80. http://dx.doi.org/10.1177/0117196820956519.
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The article examines how students from Japan who attend German music colleges become integrated into Germany’s art worlds while also maintaining connections to transnational art worlds. Although Japan is one of the major countries that sends young music talents to Germany, only a few studies have examined this migration. Drawing on semi-structured interviews with Japanese music students in Germany that were conducted as part of the Asian Educational Mobilities Project, the article shows that the reasons for such migration, as well as its effects on music practices, and that future perspectives need a theoretical reorientation toward a transnational perspective. The results indicate that the art practices of aspiring Japanese students depend not only on institutional conditions in Germany but also on students´ transnational networks.
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Foster, Bev, Sarah Pearson, Aimee Berends, and Chelsea Mackinnon. "The Expanding Scope, Inclusivity, and Integration of Music in Healthcare: Recent Developments, Research Illustration, and Future Direction." Healthcare 9, no. 1 (January 19, 2021): 99. http://dx.doi.org/10.3390/healthcare9010099.
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This paper is in three sections. Section One presents a historical overview of international initiatives that have expanded the role of music in healthcare, from the initial formalization of music therapy to its more research-based rehabilitation focus to recent decades that have seen an increasing role for professional and community musicians, paraprofessional music services, music-oriented service organizations, and a very large increase in medical funding for music effects. “Music Care” is a particular and comprehensive concept promoted by the Room 217 Foundation in Canada, featuring an inclusive and integrated approach to optimizing the use of music in healthcare settings. It is part of an expanding landscape of global practices and policies where music is used to address specific issues of care. Section Two is provided as an illustration of the growing scope of the concept of using music in healthcare. It reports on a multi-year project that engaged 24 long-term care homes in conducting individualized action research projects using the fundamental approach of “Music Care”, empowering all caregivers, formal and informal, musicians and non-musicians, to use music to improve quality of life and care. Section Two presents only high-level results of the study focused on using music care to reduce resident isolation and loneliness. Section Three draws on the results from the study reported in Section Two to inform the potential and path to the future of music optimization in any healthcare setting.
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Hudáková, Jana, and Eva Králová. "11. Creative Interdisciplinary Math Lessons by Means of Music Activities." Review of Artistic Education 12, no. 2 (March 1, 2016): 290–96. http://dx.doi.org/10.1515/rae-2016-0035.
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Abstract The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integration which was presented during the meeting of 7 European countries in Barcelona in January 2015. Their illustration refers to interconnection of cognitive, affective, and psychomotor goals of both school subjects to develop musical and mathematical abilities of 11 – 12 year old elementary school pupils.
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Tejada, Jesús, and Tomás Thayer Morel. "Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach." Journal of Music, Technology and Education 12, no. 3 (December 1, 2019): 225–46. http://dx.doi.org/10.1386/jmte_00008_1.
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This project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of which involved the elaboration of educational material through the exclusive use of musical technology, and one of which involved an ICT research project. Results were obtained through an end-product evaluation and a self-assessment questionnaire and indicated that the course was well received and highly valued by the participants. In their self-assessment responses, students spoke of the academic value of the course, a confidence in their own skills, their willingness to use ICTs in future teaching contexts, the importance of ICTs in their degree programme, the fact that the course surpassed their expectations in terms of achievement (a fact corroborated through data triangulation in the end-product evaluation) and the transferability of the knowledge acquired to the music classroom. Finally, they provided suggestions for potential improvements to the course.
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Zoran, Amit, Seppo O. Valjakka, Brian Chan, Atar Brosh, Rab Gordon, Yael Friedman, Justin Marshall, et al. "Hybrid Craft: Showcase of Physical and Digital Integration of Design and Craft Skills." Leonardo 48, no. 4 (August 2015): 384–99. http://dx.doi.org/10.1162/leon_a_01093.
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This article introduces the Hybrid Craft exhibition, positioning 15 hybrid projects in the context of today’s Maker culture. Each project demonstrates a unique integration of contemporary making practice with traditional craft. The presenters in the show represent a wide range of professional backgrounds: independent makers, students and teachers, designers associated with research institutes, and commercial organizations. The background of Hybrid Craft, the makers and their works, including tool-making, jewelry, bowl-making and interactive design, are presented. The discussion focuses on integrating human skill and design to introduce a diverse portfolio of technologies used in this hybrid making process.
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Mussagulova, Gulmira, and Zulfiya Kassimova. "The integration of cultures: music of the people of Kazakhstan." Central Asian Journal of Art Studies 6, no. 1 (March 31, 2021): 54–68. http://dx.doi.org/10.47940/cajas.v6i1.353.
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The article is devoted to the consideration and study of the creativity of the most prominent representatives of the musical art of national ethnic groups, the role of the Assembly of the People of Kazakhstan, the identification of various criteria for the relationship of ethnic groups living in the territory of the Republic of Kazakhstan, the peculiarities of their life, way of life, spheres of life, their relationship and views on the modern State, created by the first President of the Republic of Kazakhstan – Nursultan Nazarbayev. The core of the projects completed in the period from 2012 to 2017 includes not only historical facts and materials found from the State Archives, Central Scientific Library and the National Library of the Republic of Kazakhstan, but also an overview of active participation in many events related to the Assembly of the People of Kazakhstan, to the 20th and 25th anniversaries of the Assembly of the People of Kazakhstan, associated with the considered ethnocultural centers and representatives of certain ethnic groups. Through the media, participation in international scientific and practical conferences, previously unknown facts of the studied ethnic groups were highlighted, and their relationship with the main population of the republic, their contribution to the multinational culture of Kazakhstan, which in turn confirms the prudent, orderly, and wise policy of Elbasy (The Head of the State). The authors use the following methods in the study: historical-chronological, source study, analytical, comparative, and interviewing. Since 2012, in Kazakh musicology, the musical heritage of ethnic groups inhabiting Kazakhstan has been studied. A unique opportunity for a full-fledged study of their work is presented thanks to the activities of the Assembly of the People of Kazakhstan and systematic state policy, under the leadership of the First President. In 2017, the second book, entitled "The Historical Significance of the Assembly of the People of Kazakhstan in Interethnic Cultural Integration", was published, which became a fruitful result of the research project in 2015–2017. This book is a kind of continuation of the series, which began in the previous collective monograph "The Musical Art of the People of Kazakhstan", which was published at the end of 2014 and has undergone extensive testing not only among professionals, but also among fans of the musical culture of multinational Kazakhstan. Such research projects, which were not previously carried out in the domestic humanitarian science, are significant and in demand, since before their appearance in domestic musicology there were only separate reports on the activities of cultural centers, articles in the media and on Internet sites, a brief analysis of the work of specific masters in publications devoted to the study of the history of musical art of numerous national cultures. They give only fragmentary ideas about the art of the ethnic groups in question. The relevance and insufficient elaboration of these problems served as the basis for the study "The historical significance of the Assembly of the People of Kazakhstan in interethnic cultural integration", carried out by the Department of Musicology of the M. Auezov Institute of Literature and Art of the Committee of Science of the Ministry of Education and Science of the Republic of Kazakhstan. The implementation of such a complex and significant topic for the national musical art, coverage of the activities of large cultural centers of different ethnic groups, and much more makes it possible to determine the contribution of each of them to the history of Kazakhstan's development and outline ways to preserve the traditional folklore heritage and identity. In this regard, these projects are relevant and socially and politically significant at the state level.
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Carnà, Katiuscia. "Dance and Music in the Bangladeshi Diaspora in Italy. The Identity Links forged by Musical Education." Studia Migracyjne – Przegląd Polonijny 46, no. 3 (177) (2020): 101–12. http://dx.doi.org/10.4467/25444972smpp.20.033.12597.
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The purpose of this project was to investigate, as part of an explorative-type research project, whether art – in this case music and dance – can act as a tool capable of favouring social integration within modern intercultural and multi-religious social contexts, while, at the same time, fostering cohesion between the members of Italy’s largest Bangladeshi community, that of Rome. The researcher chose a qualitative methodological approach, grounded in participant observation of social, political Bangladeshi events and religious Festivals held in Rome, as well as investigation of lessons in singing, instrumental music and private dancing lessons conducted by the Sanchari Sangeetayan School and promoted by the new generations of Bangladeshi resident in Rome.
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Borisova, Elena N., and Nataliya V. Letkina. "English for Professional Communication: A Project-Based Approach to Teaching University Students (a Case Study of Music Students)." Integration of Education 23, no. 4 (December 31, 2019): 607–27. http://dx.doi.org/10.15507/1991-9468.097.023.201904.607-627.
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Introduction. One of the ultimate requirements for the successful integration of any specialist to the international market is his/her language skills. However, the current educational system often lacks streamlined techniques meeting challenges of dynamically changing sociocultural and professional settings, especially, when it comes to communication, field-specific terminology and self-development opportunities. The article dwells on project-based learning at universities in view of English for Professional Purpose. The aim of this paper is to specify some aspects of the project-based approach related to project content and structure, as well as to discover some of its advantages in the English for Professional Purpose-context. Materials and Methods. The research was carried out at the Gnesins Russian Academy of Music, its participants having exceeded 500 students from eight faculties and amounted to 40 educators teaching different disciplines. The following methods were used to specify the ways to university enhance students’ English language skills through project-based learning: analysis and synthesis to study research and methodical literature at Stage 1; survey (interviews, questionnaires) to work with at Stage 2 – getting students and teachers prepared for project-based activities; comparative analysis and description to deal with at Stage 3, related to integrating project-based learning into educational and sociocultural environment, and supervision to deal with Stages 2, 3 and to fix the results. The learning material comprised items for developing students’ speaking, reading, listening and writing skills. Results. The research findings include project content-and-structure-related aspects involving such factors as time, duration, form, type, activities, context and related fields. The authors also brought into the spotlight some advantages for more efficient professional training, namely, an increase in student motivation and readiness for successful communication, proper understanding and use of field-specific terms, as well as extending the range of self-development opportunities. Discussion and Conclusion. The project-based approach in the English for Professional Purpose context creates new opportunities for students to learn to interact with others on an international scale in the realworld circumstances. The article is intended for English language educators and learners worldwide seeking to enrich mixed group experience by doing creative projects wit h real-world outcomes.
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Monacchi, David. "Fragments of Extinction: Acoustic Biodiversity of Primary Rainforest Ecosystems." Leonardo Music Journal 23 (December 2013): 23–25. http://dx.doi.org/10.1162/lmj_a_00148.
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This paper describes the conceptual origins and development of the author's ongoing environmental sound-art project Fragments of Extinction, which explores the eco-acoustic complexity of the remaining intact equatorial forests. Crossing boundaries between bioacoustics, acoustic ecology, electroacoustic technology and music composition, the project aims to reveal the ordered structures of nature's sonic habitats, define a possible model of compositional integration and make the outcome accessible to audiences to foster awareness on the current “sixth mass extinction.”
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Tucker, Joshua. "Sounding the Latin Transatlantic: Music, Integration, and Ambivalent Ethnogenesis in Spain." Comparative Studies in Society and History 56, no. 4 (October 2014): 902–33. http://dx.doi.org/10.1017/s0010417514000449.
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AbstractThis article uses commentary on and consumption of popular music as a lens to explore how Peruvian immigrants in Spain experience new notions of belonging and alterity as they tack between official Spanish discourses about difference and otherness and distinct notions of unity and sameness that circulate within the country's wider Latin American community. I examine the uneven, tentative emergence of a local Latino identity, and how this formation compares to the tenets that accrue to the formation found in the United States. I explain how the naturalization of this new and alien way of organizing national difference, in concert with native Spanish ideas about European modernity and the need to suppress ethnicitytout court, tends to marginalize distinctive experiences valued by indigenous and mestizo Peruvians from the country's Andean region. I show how they evade the homogenizing tendencies of Latino discourse, bypass native Spanish opposition to the very notion of deep difference, and seek out spaces for asserting difference. Considered also are challenges faced by a country that has undergone rapid and recent multicultural change, even as it seeks to become part of a European project that citizens view widely as an effort to transcend divisive particularity.
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Starkey, Andrew, Kate Steenhauer, and Jack Caven. "Painting Music: Using artificial intelligence to create music from live painted drawings." Drawing: Research, Theory, Practice 5, no. 2 (December 1, 2020): 209–24. http://dx.doi.org/10.1386/drtp_00033_1.
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This article describes the development of artificial intelligence (AI) techniques that monitor a painting or drawing evolving in real time and produce musical notes that relate to the individual elements of art as the artwork develops on the canvas. The article describes the practical approach required to capture the artwork unfolding in real time and then describes the framework used to develop the correlations between visual art and music. The AI technique exploits these areas of similarity within the two distinct artforms in order to respond to the live-painted elements and produce musical notes that reflect the development of the evolving artwork. A prototype of this system was implemented in a live stage performance at Aberdeen May Festival 2019 whose narrative centred on the question Is AI good or bad? Other outputs of this project are a 20-minute film and a body of (tangible) visual artwork for digital platforms and gallery environments informed and inspired by AI. The integration of these disciplines through AI transforms a static artform into one that is dynamic, interactive, transformational, transient and temporal.
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CRAGO, SCOTT D. "Perquenco's Travelling Guitarists and the Administrative Inconsistencies of the Pinochet Dictatorship's Indigenous Policies." Journal of Latin American Studies 50, no. 1 (June 20, 2017): 59–86. http://dx.doi.org/10.1017/s0022216x17000736.
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AbstractThis article analyses the administrative structure and development of Chile's indigenous policies under the dictatorship of Augusto Pinochet (1973–90), taking as its focus a pilot project for indigenous Mapuche integration known as Plan Perquenco. Officials formulated Plan Perquenco in accordance with the Chilean state's new administrative structure known as regionalisation. I focus on the unintended consequences of regionalisation that permitted the Mapuche youth group, Los Guitarreros Caminantes, to work through Plan Perquenco's music programmes to challenge the cultural politics of and justification for the pilot project.
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Conversi, Daniele, and Matthew Machin-Autenrieth. "The Musical Bridge—Intercultural Regionalism and the Immigration Challenge in Contemporary Andalusia." Genealogy 4, no. 1 (December 30, 2019): 5. http://dx.doi.org/10.3390/genealogy4010005.
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The ideals of tolerance and cultural exchange associated with the interfaith past of Muslim Spain (al-Andalus) have become a symbol for Andalusian regionalism and for the integration of Moroccan communities. Nowhere is this more keenly felt than in the context of music. In cities such as Granada, Moroccan and Spanish musicians actively promote the ideals of intercultural dialogue through the performance of repertoires such as flamenco and Arab-Andalusian music that allegedly possess a shared cultural history. In this article, we examine the interrelationship between music and ‘intercultural regionalism’, focusing on how music is used by public institutions to ground social integration in the discourse of regionalism. Against a backdrop of rising Islamophobia and the mobilization of right-wing populist and anti-immigration rhetoric both within Spain and internationally, the authors consider how music can be used to promote social integration, to overcome Islamophobia and to tackle radicalization. We advance two arguments. First, we argue that the musical interculturalism promoted by a variety of institutions needs to be understood within the wider project of Andalusian regionalism. Here, we note that musical integration of Spain’s cultural and historical ‘Other’ (Moroccans) into Andalusian society is promoted as a model for how Europe can overcome the alleged ‘death of multiculturalism’. The preferential way to achieve this objective is through ‘intercultural regionalism’, envisioned as the combination of regional identity-building and intercultural interactions between communities that share a common cultural heritage. Second, we assess some of the criticism of the efficacy of al-Andalus as a model for contemporary intercultural exchange. Combining approaches in political science and ethnomusicology, we focus on one case study, the Fundación Tres Culturas (FTC). Through interviews with figures within the FTC, we examine why this model has become partly insufficient and how it is borne out in the sorts of musical activities programmed by FTC that seek to move beyond the ‘andalusí’ myth. We conclude by recognizing the continuing regional and international importance of this myth but we question its integrating capacity at a time of radical political, economic and environmental upheaval.
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Supraja, Ch. "Create a Remote-Control Application with Spotify." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (June 30, 2021): 4405–11. http://dx.doi.org/10.22214/ijraset.2021.36079.
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Spotify is a music streaming service that was developed in Stockholm, Sweden. The first version was released back in 2008 and today it doesn't only provide music, but video and podcasts as well. Growing rapidly from a startup in Sweden to the biggest music service in the world, Spotify has apps running on video game consoles and mobile phones, and has integration with many social networks. Luckily, Spotify is also a great platform for developers and provides a really nice and well-documented REST API where it's possible to make searches by artists, search by albums, search by tracks and play songs. Our project enables us to access the Spotify through the remote client i.e., Terminal. We will implement two types of authentication flow that Spotify supports i.e., client credentials and authorization flow. Finally, we will implement a remote client where the users can search for artists, browse artist’s albums and tracks and play a song in the user’s active device.
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Situmorang, Dominikus David Biondi. "Academic Anxiety Terhadap Skripsi Sebuah Cognitive Distortion Dari Core Belief yang Maladaptif: Integrasi Konseling Cognitive Behavior Therapy dengan Music Therapy." Jurnal Bimbingan dan Konseling Terapan 2, no. 2 (July 30, 2018): 103. http://dx.doi.org/10.30598/jbkt.v2i2.370.
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Thesis is a final project that is quite scary for most students in Indonesia. In the process of compilation, students often do things that are non-productive, such as procrastination and avoid supervisor. Sometimes, excessive academic anxiety of this thesis can lead students to do things beyond common sense, namely suicide. If examined in more depth based on counseling approach Cognitive Behavior Therapy (CBT), academic anxiety to the thesis experienced by students is a cognitive distortion caused by maladaptive core beliefs. Therefore, students who experience it need to get help so that their core beliefs can be more adaptive again. Based on the latest research results, integration of CBT counseling with more modern techniques of music therapy has proved effective in reducing academic anxiety and improving self-efficacy of thesis students. Thus, through this conceptual study, it is hoped that counselors in Indonesia will be able to understand, practice and conduct further research on CBT counseling interventions integrated with music therapy.
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Johnson, Christopher M., and Alice-Ann Darrow. "The Effect of Positive Models of Inclusion on Band Students' Attitudinal Statements regarding the Integration of Students with Disabilities." Journal of Research in Music Education 45, no. 2 (July 1997): 173–84. http://dx.doi.org/10.2307/3345578.
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The purpose of this study was to examine the effect of five positive models of inclusion on band students' attitudinal statements regarding the integration of students with disabilities in their music program. Elementary, junior high, and senior high school band students from 15 public school served as subjects (N = 757), and a Solomon Four-Group design was chosen for this study. Bands (from elementary, junior high, and senior high school) were randomly assigned to one of the following four conditions: (1) pretest-treatment-posttest, (2) pretest-posttest, (3) treatment-posttest, or (4) posttest only. The independent variable for this project was a 30-minute videotape containing five segments that documented students with cognitive, physical, behavioral, or sensory disabilities successfully participating in a band in either rehearsal or performance situations. The dependent variable was a questionnaire consisting of attitudinal statements related to the following subscales: (a) inclusion of students with disabilities in band, (b) degree of comfort with inclusion, (c) efficiency of the band with students who have a disability, and (d) procedural issues involving students with a disability in band. Results indicated that treatment-group subjects' attitudinal statements were significantly more positive than were attitudinal statements of control-group subjects on three of the four subscales: inclusion, comfort, and efficiency. In addition, female students were significantly more positive than were male students on the same subscales. No clear trends were found among the different age-groups.
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Gibson, Chris. "A sound track to ecological crisis: tracing guitars all the way back to the tree." Popular Music 38, no. 2 (May 2019): 183–203. http://dx.doi.org/10.1017/s0261143019000047.
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AbstractAnalyses of music and environment are proliferating, yet new conceptions are needed to make sense of growing ecological crisis in the Anthropocene. From an empirical project tracing guitars all the way back to the tree, I argue for deeper conceptual and empirical integration of music into the material and visceral processes that constitute ecological crisis itself. Musicians are not only inspired by environmental concerns for compositional or activist purposes. They are entangled in environmental crisis through material and embodied relations with ecosystems, especially via the musical instruments we depend upon. I foreground three ‘more-than-musical’ themes to make sense of unfurling forces: materiality, corporeality and volatility. Musical instruments are gateway objects that invite contemplation of material and corporal relations. Such relations bind together musicians and non-human others. Material and corporeal relations with increasingly threatened upstream forests, and endangered tree species, are being confronted and reconfigured. In the context of ecological crisis, guitars do much more than make pleasing acoustic sounds. Via guitars we co-generate, with non-human others, a sound track of crisis both melancholy and hopeful.
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Shannon, David Ben. "Neuroqueer(ing) Noise: Beyond ‘Mere Inclusion’ in a Neurodiverse Early Childhood Classroom." Canadian Journal of Disability Studies 9, no. 5 (December 20, 2020): 489–514. http://dx.doi.org/10.15353/cjds.v9i5.706.
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Inclusion, as it is understood in a British education context, usually refers to the integration of children with dis/abilities into a mainstream school. However, rather than transform the school, inclusion often seeks to rehabilitate—to tune-up—the ‘divergent’ child’s noisy tendencies, making them more easily included. Music and the arts more broadly have long been instrumentalized as one way of achieving this transformation, relying on the assumption that there is something already inherently opposed to music—out-of-tune, or noisy—about that child. In this article, I think and compose with Neuroqueer(ing) Noise, a music research-creation project conducted in an early childhood classroom. I draw from affect and neuroqueer theories to consider how the instrumentalization of music as a way to include autistic children relies on the assumption that ‘they’ are already inherently unmusical. I consider how a deliberate attention to noise might help in unsettling ‘mere inclusion’: in effect, changing the mode we think-with in education, and opening us—researchers and educators—to momentarily say “No!” to ‘mere inclusion’. This article is of relevance to teachers working in early childhood classrooms, as well as to educational researchers interested in affect theories, crip-queer and neuroqueer theories, and neurodiversity, as well as sound- or arts-based research methods.
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Tsareva, Nadezhda A. "The Idea of Russian Symbolism about the Synthesis of Cultural Forms in the Context of Postmodern Culture." ICONI, no. 1 (2021): 126–36. http://dx.doi.org/10.33779/2658-4824.2021.1.126-136.
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The relevance of the topic is due to the attention to trends in the development of culture. The synthesis of cultural forms is one of the important factors in the dynamics of culture. The teaching of Russian symbolism about the synthesis of cultures was analyzed in the scientifi c literature of the entire twentieth century. The novelty of the research is to compare the idea of art synthesis in the early twentieth and twenty-fi rst centuries. Two aspects of the idea of synthesis are considered: 1) the relevance of the idea of art synthesis in the postmodern era; 2) music and the visual series as organizing centers of art synthesis in the era of information technology. The purpose of this article is to examine the teaching of Russian symbolism about the integration of various forms of art and the features of synthesis in the postmodern era. The idea of integrating cultural forms was one of the key elements in Russian symbolism at the beginning of the twentieth century and was interpreted as a real prospect for the development of culture. In a broad sense, synthesis in symbolism meant the integrity of life, the integration of all spheres of human activity, the “organic connection” of cultures of the past and present. The synthesis can be realized on the basis of the art of symbolism, which can create a new culture. The synthesis of arts was understood as the beginning of the formation of a new culture. The core of the synthesis of arts, the symbolists saw music. Postmodern art is characterized by synthetism. Computer and information technologies create new forms of synthetic media art. The video series becomes the center of integration construction of postmodern audiovisual culture forms. The symbolist idea of the synthesis of arts as the beginning of cultural change in the postmodern era remains a utopian project. But the creation of new art forms in postmodern culture i s based on integration. New technologies are becoming a factor that determines the specifi cs of the synthesis of arts and infl uences the dynamics of culture. Both in Russian symbolism and in modern art, the goal of art synthesis is to present an integral image of the world, to form a system of worldview attitudes.
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Mukhametshina, Natalia Semenovna. "Traditional culture of migrants from Central Asian countries in the context of integration practices." Samara Journal of Science 8, no. 4 (November 29, 2019): 218–21. http://dx.doi.org/10.17816/snv201984219.
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The paper deals with the results of standardized interviews with representatives of the peoples from Central Asia (Kyrgyz, Tajiks, Uzbeks) currently residing in Samara and the Samara Region. The interviews were conducted in 2018-2019 within the framework of the project supported by the Russian Foundation for Basic Research. It has been established that ethnic culture retains its functionality in a new environment in all groups selected for the study. In particular, national cuisine and ethnic elements for the interior of their houses are widely used. The vast majority know and perform folk songs and music, have their recordings, and many of those people listen to them regularly or from time to time. They keep reading books and periodicals in their native language. Almost all of them keep their language immersion. All groups of respondents noted openness and readiness for friendly contacts regardless of nationality. The overwhelming majority of respondents communicate with their colleagues and neighbors. Communication is predominantly positive. Marital and family behavior reflects a rather positive perception of inter-ethnic marriages. Although the situation in this private sphere is not very clear. Based on the results obtained, the conclusion is that the majority of the representatives of the diaspora communities are successfully integrated.
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Powell, Sarah, and Margaret Somerville. "Drumming in excess and chaos: Music, literacy and sustainability in early years learning." Journal of Early Childhood Literacy 20, no. 4 (August 13, 2018): 839–61. http://dx.doi.org/10.1177/1468798418792603.
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For children born in the 21st century, the enmeshing of natural and human forces in the survival of the planet requires conceptual and practical innovation. This paper comes from a project funded by the Australian Research Council investigating the integration of literacy and sustainability in early years learning. The methodology employed was ‘deep hanging out’, the purpose of which is to observe without bias or assumption. This paper focuses on a video from a preschool depicting children playing drums and percussion instruments outside, in the playground. We consider the nature of literacy differently, conceptualizing literacy+sustainability within the context of the more-than-human, intra-active world. In our example, the drumming ebbs and flows in intensity, children come and go, rhythms merge then diverge; a chaos of sound and vibration, a refrain of rhythm, movement and bodies, driven by the excess of the earth’s energy and musical force. We see children communicate a sense of the world – with drums, each other, earth – sustained by the vitality of place, the materiality of drums and sound, the energy of earth and the movement of bodies. In this example, we extend the conversation around what literacy and sustainability might look like, offering possibilities for producing new knowledge about literacy and new understandings of sustainability.
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Cernea, Magdalena. "Play- and dramatherapy - complementary techniques for rehabilitation of children with cochlear implant." ORL.ro 4, no. 1 (November 27, 2016): 50–55. http://dx.doi.org/10.26416/orl.33.4.2016.167.
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The present interactive research-action-training project, looking at the young cochlear-implanted subjects from a multidisciplinary holistic perspective, was based on the theory on psychosocial development of human beings, the attachment theory, language development theories and the concept of resilience. The integrative approach suggests two creative therapeutic styles (play- and dramatherapy) as means of intervention of neuro-dramatic play. The study starts from the hypothesis that creative therapies will help young children wearing cochlear implants at social integration in the peer groups of normal-hearing children and teenagers. This integrative approach will facilitate developement of teamwork abilities by improving their self-esteem and self-image. We included children and their families in an assisted resilience process with expert paticipation in the field of social and political development of Romanian non-guvernamental organisations. Material and method. The research-action-training project targets 3-18-year-old deaf children and teenagers wearing cochlear implants or hearing aids. The study considered a group of 72 deaf children and teenagers, as well as 49 normal-hearing subjects of similar ages, who were observed during the whole therapeutic program. Specific techniques were: painting, drawing, modelling, sand, miniatures, sensorial and corporal plays, role play, improvisation, body movement, music, dance, mimic and masks. The professional teams (psychologists, dramatherapists, educators, medical assistants, students at the school of play- and dramatherapy, film directors) who worked with and supervised these children and teenagers during the whole project (whose coordinator was helped by 12 volunteers) assured a secured and relaxed atmosphere, observing rules which did not restrict young subjects’ freedom of expression. Results. The positive results show the necessity to implement creative therapies during the auditory-verbal rehabilitation of the young deaf subjects. 42% (of the young subjects) improved their body movements, 27% acquired better projection strategies, 67% ameliorated their ability of interpreting a role, and 72% got pro-risk scores. The results are accompanied by significant images shot during the program activities. Conclusions. Parallelling the audio-verbal therapy, the play- and dramatherapy are important complementary remedial treatments in stimulating the means of expression and communication of children and teenagers wearing cochlear implants.
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Folch Dávila, Carmina, Txema Córdoba Jiménez, and Dolors Ribalta Alcalde. "La performance: Una propuesta interdisciplinar de las áreas de educación física, educación musical y educación visual y plástica en la formación inicial de los futuros maestros (The performance: an interdisciplinary proposal from the departments of physi." Retos, no. 37 (September 16, 2019): 613–19. http://dx.doi.org/10.47197/retos.v37i37.74187.
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En este artículo presentamos una propuesta pedagógica interdisciplinar que se inscribe en el módulo Educación a través de la plástica, la música y la educación física: proyecto interdisciplinar de los grados de Educación Infantil y Primaria de la Universidad Ramon Llull. La actividad nuclear de este módulo es una performance: una acción artística como resultado de un proceso creativo interdisciplinar, tutorizado por tres docentes de las áreas de educación física, educación musical y educación visual y plástica. Los objetivos del artículo consisten en describir este proceso creativo, incidiendo en las fases del aprendizaje interdisciplinar, la codocencia, el aprendizaje cooperativo y la evaluación formativa, y reflexionar sobre los resultados obtenidos y las condiciones para su implementación. Entre las conclusiones, destacamos la contribución del proyecto interdisciplinar a la formación personal y profesional de los futuros maestros y maestras, el reto que supone para los estudiantes la integración interdisciplinar en un proceso creativo y la importancia de la codocencia en un equipo multidisciplinar para favorecer la síntesis entre contenidos y lenguajes expresivos. Finalmente, se demuestra que el proyecto reúne todas las condiciones del aprendizaje cooperativo que se ven fortalecidas por la inclusión de un sistema de evaluación formativa basada en rúbricas consensuadas con el alumnado y tutorías.Abstract. In this article we present an interdisciplinary pedagogical proposal that is part of the module Education through visual arts, music and physical education: interdisciplinary project of the Early Childhood and Primary Education degrees of Ramon Llull University. The nuclear activity of this module is a performance: an artistic action, a result of an interdisciplinary creative process, supervised by three teachers from the departments of physical education, music education, and visual arts education. The objectives of the article are to describe this creative process, focusing on the phases of interdisciplinary learning, co-teaching, cooperative learning, and formative evaluation; and to reflect on the results obtained and the conditions for its implementation. Among the conclusions, we highlight the contribution of the interdisciplinary project to the personal and professional training of future teachers, the interdisciplinary integration in a creative process as a challenge for students, and the importance of co-teaching in a multidisciplinary team to promote synthesis between contents and expressive languages. Finally, it is shown that the project meets all the conditions of cooperative learning, strengthened by the inclusion of a formative evaluation system based on agreed-upon rubrics with the students and tutorials.
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Basini, Laura. "Alfredo Casella and the rhetoric of colonialism." Cambridge Opera Journal 24, no. 2 (July 2012): 127–57. http://dx.doi.org/10.1017/s0954586712000171.
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AbstractWhile the political impact of Italy's 1936 Ethiopian invasion has long been recognized, its cultural history has only recently come under scrutiny. This paper investigates one musical legacy of Mussolini's colonial project by means of a case study of Alfredo Casella's Il deserto tentato (The Attempted Desert, 1937). Performed on the first anniversary of the Empire's founding and dedicated to ‘Mussolini, fondatore dell'Impero’, the work depicts the arrival of a group of Italian airmen in Ethiopia and their welcome by the indigenous peoples. I set the text against contemporary propaganda such as speeches, visual imagery and popular song, exploring tropes central to fascist imperialist rhetoric: virility, civiltà and aeronautical prowess. The opera's integration of historical musical references into a modern musical setting not only represents the theme of endowing the Ethiopian people with a history, in this case embodied by the Italian musical past, but also exemplifies a contemporary desire to make the past present in everyday fascist life. The historiography of Casella's work, what is more, characterized by the same ‘missing debate’ as the broader discussion of Italian colonialism, raises questions about the effects of Italy's ‘memory wars’ on accounts of twentieth-century Italian music history.
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Farman, Nola, Matt Barr, Angela Philp, Miranda Lawry, Warwick Belcher, and Paul Dastoor. "Model & Metaphor: A Case Study of a New Methodology for Art/Science Residencies." Leonardo 48, no. 5 (October 2015): 419–23. http://dx.doi.org/10.1162/leon_a_01073.
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Traditional artist-in-science-residency schemes have tended to focus on artists using scientific tools and technology as a medium for their art. What kind and quality of work might occur, however, between scientists working on cutting-edge solar energy research and a visual artist (a sculptor) when they are integrated in a truly collaborative environment? Is it good for the art? Is it good for the science? The authors describe a new methodology for art-science interactions whereby they have integrated arts practice within a scientific environment. A critical aspect of the methodology for the residency was the development of an interaction framework that ensured that both artist and scientist had equal voice in discussions involving the art and science of the project within an environment of mutual respect. The integration led to the development of outcomes that would not have occurred otherwise.
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Chatwal, Monica Sheila, Christine Vinci, Richard R. Reich, David C. Boulware, Wenyi Fan, Angela Reagan, and Jhanelle Elaine Gray. "Building resilient oncologists: A feasibility study of a resiliency curriculum for hematology oncology fellows." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): TPS11043. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.tps11043.
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TPS11043 Background: Rates of burnout and career dissatisfaction have declined slightly, but remain high among oncologists (Berg, AMA 2020). As hematology oncology fellows prepare to join this workforce, the ACGME now mandates wellness be a part of their training curriculum. Yet, there are few, if any, structured and effective programs specifically for these trainees. Based on feedback from our prior mindfulness-based wellness curriculum, we created a more varied and comprehensive resiliency program with the use of our institutional resources to incorporate and evaluate as part of our fellowship curriculum (ASCO, Abstract 10508), and potentially expand to other fellowships. Methods: This is a single-center, non-randomized, pilot project to assess the feasibility, acceptability, and impact of a resiliency training program. All hematology oncology fellows at our institution were eligible for enrollment, and participation was voluntary. A total of seven monthly, 1 hour sessions were conducted through the academic year. Each session focused on a particular topic - alternative forms of wellness through art and music, self care, mindfulness and stretching, reflective writing, and healthy boundaries and work life integration - which have all been studied individually in wellness and burnout with positive results. Sessions were co-led by a peer and “expert” guest speakers from our training institution. Participants completed questionnaires pre and post-program, and feedback evaluations after each session. Questionnaires included the Perceived Stress Scale (PSS), Five Facet Mindfulness Questionnaire (FFMQ), Connor Davidson Resiliency Scale (CDRS-10), and modified Maslach Burnout Inventory (MBI), as well as demographics and open response questions. The primary aim was feasibility (enrollment, completion, and compliance rates), and the secondary aim was acceptability (usefulness of the intervention). Examination of stress, mindfulness, resiliency, and burnout were exploratory. Enrollment and data collection are complete, with 18 of 29 (62%) eligible participants consented. Data analysis is in process.
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Noronha, Noella, Savanah J. Smith, Dawn Martin Hill, Lori Davis Hill, Sara Smith, Amy General, Cynthia McQueen, et al. "The Use of Mobile Applications to Support Indigenous Youth Wellbeing in Canada." International Journal of Child and Adolescent Resilience 8, no. 1 (June 7, 2021): 1–11. http://dx.doi.org/10.7202/1077724ar.
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In Canada, Indigenous youth have remained resilient despite being confronted with a wide range of structural and systemic risks, such as long-lasting boil water advisories, over-representation in the child welfare system, and injustices related to land treaties. As people of the land, all disruptions to ecological health are a disruption to personal and community holistic health. Land-based activities and cultural continuity strengthen pathways of perseverance for Indigenous youth (Toombs et al., 2016). For youth, cultural self-expression and personal agency are enhanced with digital platforms, which are well-suited to Indigenous people’s strengths in art, music, and oral forms of passing on knowledge. The field of mental health has turned to e-supports such as mobile applications (apps) that can provide easy-to-access intervention, when needed. To date, resilience interventions have received comparatively less attention than the study of resilience factors and processes. It is timely to review the extant literature on mental health apps with Indigenous youth as, currently, Indigenous apps are in early research stages. Critically reviewing work to date, it is argued that an inclusive and expansive concept of resilience, coherent with Indigenous holistic health views, is well-positioned as a foundation for collaborative resilience app development. To date, few mental health apps have been researched with Indigenous youth, and fewer have been co-constructed with Indigenous youth and their community members. The current literature points to feasibility in terms of readiness or potential usage, and functionality for promoting an integrated cultural and holistic health lens. As this effort may be specific to a particular Indigenous nation’s values, stories, and practices, we highlight the Haudenosaunee conceptual wellness model as one example to guide Indigenous and non-Indigenous science integration, with a current project underway with the JoyPopTM mHealth app for promoting positive mental health and resilience.
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Chadabe, Joel. "Music and Life." Leonardo 35, no. 5 (October 2002): 559–65. http://dx.doi.org/10.1162/002409402320774376.
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Music is increasingly reflecting the world around us, combining the rhythms, activities, and experiences of everyday life through electronic technology. A new integration of music and life has emerged utilizing sonic materials such as sounds and words, that establish dynamic interactive processes with the public. This essay examines relevant histories in order to identify when and how this union originated. From Pierre Schaeffer to Paul Miller (a.k.a. DJ Spooky), the author writes a history, chronologically mapping the numerous musical projects that help support and define this music and life concept.
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Sefton, Terry, Kara Smith, and Wayne Tousignant. "Integrating Multiliteracies for Preservice Teachers Using Project-Based Learning." Journal of Teaching and Learning 14, no. 2 (June 29, 2020): 18–32. http://dx.doi.org/10.22329/jtl.v14i2.6320.
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Using a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated for the purpose of instruction, integrated during the group work and creative process, and then jointly assessed using negotiated reporting. This paper describes the project and details the challenges of integrating teaching and learning across institutionally segregated courses when student expectations are conditioned by their prior experience of siloed, subject-based learning, and discusses lessons learned by the three teacher educators and implications for team teaching across the curriculum.
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Chandransu, Nantida. "Integrating multicultural music education into the public elementary school curricula in Thailand." International Journal of Music Education 37, no. 4 (June 25, 2019): 547–60. http://dx.doi.org/10.1177/0255761419855827.
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This article reflects on various challenges encountered during a pilot action-based research “Integrating Multicultural Music Education into the Elementary School Curricula of Public Schools in Thailand.” This project was set up to develop lesson plans, activities, teaching tools and evaluation methods for music teachers. As a pilot-curriculum model, it pays particular attention to cross-cultural understanding for helping Thai children gain a sense of cultural conceptualization and the skills necessary for growing up in a racially, religiously, and culturally diverse society. This research attempts to explore possibilities for various music cultures introduced to the formal education system in Thailand, which had previously restricted music education to nationalist-based Thai music and certain samples of Western classical music. Once children discover multiple music cultures, their perspectives are broadened. The outcomes of this research will also be beneficial for future instruction designs. The attempt to update music education in the Basic Education level to accommodate changing social and cultural contexts affected by globalization and urbanization will raise awareness of cultural diversity and the direction of music education curriculum development. Music education through the Thai formal education system is one method of preparing children to grow up in a culturally diverse world.
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Martin, Jodie L. "Writing about music: The selection and arrangement of notation in jazz students’ written texts." British Journal of Music Education 35, no. 1 (September 12, 2017): 73–89. http://dx.doi.org/10.1017/s0265051717000171.
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Music notation is intrinsic in the composition and performance of Western art music and also in its analysis and research. The process of writing about music remains underexplored, in particular how excerpts of music notation are selected and arranged in a written text, and how that text describes and contextualises the excerpts. This article applies ‘semantic gravity’ from Legitimation Code Theory to characterise notational excerpts and their integration in a written text, by focusing on how closely they are connected to a particular performance or generalised across performances. It illustrates these concepts with case studies of tertiary students’ research projects to reveal how different purposes drive different notational usage when writing about music. This provides insight for music educators on how to support writing about music and the use of notational quotes.
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Wang, Ge. "Some Principles of Visual Design for Computer Music." Leonardo Music Journal 26 (December 2016): 14–19. http://dx.doi.org/10.1162/lmj_a_00960.
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This article presents observations pertaining to expressive visual design for computer music, focusing in particular on real-time integration of graphics and audio. The author describes specific projects as examples supporting a set of design principles that range from “user-oriented” to “aesthetic” and other observations. Examples include audio visualization, game-like interfaces, and mobile musical instruments.
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Mazurek, Justyna, Dorota Szcześniak, Elżbieta Trypka, Katarzyna Małgorzata Lion, Renata Wallner, and Joanna Rymaszewska. "Needs of Older People Attending Day Care Centres in Poland." Healthcare 8, no. 3 (August 29, 2020): 310. http://dx.doi.org/10.3390/healthcare8030310.
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Introduction: Day care centres (DCC) aim to support older adults living in their own homes by providing a variety of activities to promote the independence of those people and reduce the caregiver’s burden. In Poland, there are no standards for providing this form of care. The provided care is delivered by different organisations, and there is a lack of quality control in the majority of places. Regrettably, in Poland, there is a paucity of research on the holistic needs of the elderly attending DCC. Aim of this study: This is the first study which has aimed to identify the Polish day care centres attendees’ needs to ensure that the increasing number of older people receive the best possible care, and as a part of the quality improvement process for recommendation development of the new day care services model in Poland within the ‘Homely Marina’ project. Methods and Materials: A representative sample (n = 269) was randomly selected from day care centres attendees (estimated as 10,688) in Poland. An anonymous survey for the assessment of needs was developed by the authors. Results: The respondents assessed the level of provided services as very good or good. Best rated services included meals, supportive and welfare services (occupational therapy, music therapy, art therapy, cognitive training). Almost half of the participants indicated the need for company as the main reason to attend a DCC. This research reveals a lack of support with regard to additional staff: e.g., a nurse. Conclusions: In Poland, the services offered in DCC should focus on social isolation and sense of loneliness prevention, and maintenance of social activity of the elderly. The presented analysis of needs in Polish day care centres suggests a need for changes which may improve the quality of services. There is a great need to find a balance between home-based care and in-patient care, using better integration of available services and strengthening support for informal caregivers. Robust research with a collection of meaningful outcomes is required to ensure that in Poland, the increasing number of older people is enabled to access high-quality day care service provision.
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Runce, Inese. "THE TERRITORIAL IDENTY OF LATGALE IN THE CROSSROADS OF GLOBALIZATION AND GLOCALIZATION." Via Latgalica, no. 5 (December 31, 2013): 83. http://dx.doi.org/10.17770/latg2013.5.1646.
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The aim of this paper is to analyze the processes of formation of Latgale’s territorial identity during the age of globalization in the last 20 years. Research was carried out using the latest data of qualitative research of the Institute of Philosophy and Sociology of University of Latvia (the thematic research of Latvian Science Council’s project "Political development of the nation's self-confi dence after restoration of Latvian independence: Trends and Factors," head of project: Inese Runce, 2009-2012) and the latest theoretical insights of territorial identity construction processes under the impact of globalization and glocalization. On the basis of analysis of the socio-political processes and the experience of other countries, it must be emphasised that the placemaking is an important political process, not only at national but also at sub-regional level. Regional authorities should be able to offer a specifi c political vision, not only to the national power authorities, but also to the main bearers of regional identity - the people in regions. As it is shown by the recent studies, during the past 20 years in Latvia, the regional identity manifests itself only in Latgale where it is alive and vibrant, and the care and preservation and making of identity comes directly from the very bearers of this identity. Regional authorities, in collaboration with local NGOs, experts on culture, etc. must also contribute to the internal integration of the region, where each municipality and each form of local identity has its own recognized place and function, creating diverse forms of sustainable regional communities and regional identities. Regional identity is not exclusive and is able to unite different religious, ethnic, linguistic groups in a single whole entity. Over the past twenty years the process of formation of Latgale regional identity can be divided into three stages: 1. 90s of 20th century – the stage of denial of regional identity. In this decade the preservation and construction of Latgale regional identity is carried out only by few individuals or interest groups: writers, researchers, artists, local intellectuals who are mainly based in the circles of local intellectuals at Rezekne University College, as well as indirectly Latgale Research Institute of Daugavpils University; 2. The fi rst decade of 2000s - a gradual increase of awareness of regional identity. During the period this has been a gradual growth of awareness of regional identity and its development process. "Latgale radio”, Latgalian music groups are being launched, also the extensive scientific and political debate on the status of Latgale language started, socio-linguistic research projects initiated and a new non-governmental organizations established, the first portals in Latgalian as well the new initiative of regional municipalities are being launched; 3. 2010 to 2013 - analyzing the last three years of political and intellectual life trends, it can be argued that a qualitatively new stage in the recognition of regional identity and its construction process has been created: current political debate before and after the elections of 11th Saeima and the language referendum, discussions on the role of Latgalian as regional language, the National Development plan (NDP), development of the structural budget plans. However, it is clear that those spring sprouts must be protected, due to the fact that the strong centralizing tendencies in the Latvian political culture still exist.
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Wolkowicz, Terry. "Concept-Based Arts Integration: Lessons Learned from an Application in Music and Biology." Music Educators Journal 103, no. 4 (June 2017): 40–47. http://dx.doi.org/10.1177/0027432117697004.
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Arts integration has been a mixed blessing, with both the potential for developing deeper understandings amid concerns that it diminishes the integrity and authenticity of learning in the arts. This article describes concept-based arts integration as a model of arts integration where curriculum is designed around shared concepts that connect across the arts and other academic subjects. The benefits of using concept-based arts integration curriculum are explored within the scope of an educational outreach program led by a professional symphony orchestra that partnered in a multiphase arts integrated program with forty surrounding elementary schools. Several strategies and criteria are included to help music educators identify shared concepts and design concept-based arts integrated projects in their schools.
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Chen, Ai-Hwa. "Perspectives upon Integrating Music into Freshman English Pronunciation Training Classroom." Asian Journal of Education and Training 2, no. 1 (June 16, 2016): 16–22. http://dx.doi.org/10.20448/journal.522/2016.2.1/522.1.16.22.
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This study explores the effects of integrating music into English pronunciation practice. Ninety-five English major students from a technological university located in central Taiwan participated in this project. Six songs were selected and played by means of using YouTube. Students were given a list of vocabulary words selected from the lyrics and learned pertinent pronunciation rules that were augmented with phonetic symbols. They were asked to take quizzes that required memorizing the song’s lyrics. The findings point out that almost all students enjoyed listening to songs and indicated that they had become more familiar with many English songs and the rules of pronunciation by practicing singing and memorizing the lyrics.
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IYENGAR, KALPANA M. "Cultural Literacy in Asian Indian American Students." Dev Sanskriti Interdisciplinary International Journal 6 (July 31, 2015): 01–09. http://dx.doi.org/10.36018/dsiij.v6i0.60.
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The cultivation of ‘cultural literacy’ in students from multicultural backgrounds may occur outside schooling practices in the US due to curricular framing and a lack of interest in integrating cultural education at schools. ‘Cultural literacy’ warrants student participation and requires a conducive learning environment where multiethnic students can seek inspiration through exploration. The San Antonio Writing Project organizes literacy project called the Kahani Project, and it fosters creativeness and facilitates authentic expression of cultural funds of knowledge of Indian American students. Performing arts including dance and music engage Indian students and enable them to learn about their culture, heritage, and religion. The Kahani Project is culturally contextualized writing activity, where Asian Indian American students write about their generational practices that may not addressed in schools in the US. This qualitative study explores two narratives written for the Kahani Project. The study utilized Leiblich et al., holistic content analysis to arrive at themes, categories, and meta categories. The findings revealed Indian students’ willingness to preserve their culture through writing about Indian dance and music. The second inference of this study was that Indian students’ heritage is neglected and excluded in US curriculum.
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Morari, Marina. "8. Training of Artistic Skills of the Music Teacher." Review of Artistic Education 20, no. 1 (April 1, 2020): 309–24. http://dx.doi.org/10.2478/rae-2020-0036.
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AbstractHuman capital represents for Moldova the basic resource for long-term development. The quality of human resources is largely ensured by the education system. The lack of a systemic approach to changes in education is identified in the National Development Strategy “Moldova 2030” as a causal factor in guaranteeing quality education for all. Artificial separation of training (teaching of academic content) from education is still ongoing. In the context of sustainable development, current topics are taught rather mechanically than practiced. Extensively new and often optional curricula are added, instead of integrating these topics into core disciplines and used as a basis for reviewing barriers between disciplines and applied strategies, so that they become more interactive and more targeted. towards the development of transversal competences.There are imperative models / projects of education oriented towards the attainment of the transdisciplinary and transversal competences, oriented towards a graduate endowed with transdisciplinary competences, formed through the prism of all the studied school disciplines and that allow him the active participation in the social and economic life. Promoting curricular approaches through one-day cross-disciplinary activities (recommended in the national curriculum) requires the extension of the competence of the teachers in the field of interdisciplinary learning. Required: collaborative planning (between teachers from different disciplines / curricular areas / domains), models of educational approach that use Science, Technology, Engineering, Arts and Mathematics (STEAM) as access points for guidance in the learning process, in the context of real life, through transdisciplinarity.In the article are: (a) described the practices of integrating the arts in STEAM education in the USA, (b) identified the prospects for integrating the school disciplines in the curricular arts area into the STEAM education in the primary education level in the Republic of Moldova. STEAM education is an innovative initiative in learning, which supports the development and practice of the skills of students and young people of the century. XXI, considered one of the main trends in world education, practiced in the US and over 10 countries in the EU. The integration of STEAM education models into the Moldovan education system (starting with early education and primary education) can contribute to the effective implementation of educational policies through the regulatory function (targeted by the teleological component) and the strategic function targeted by the content and process components.
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Winterson, Julia. "An Evaluation of the Effects of London Sinfonietta Education Projects on their Participants." British Journal of Music Education 11, no. 2 (July 1994): 129–41. http://dx.doi.org/10.1017/s0265051700001017.
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The effects of London Sinfonietta education projects on their participants are identified and analysed, through questionnaire and interview, and then measured against London Sinfonietta policy itself. To a great extent the aims of the policy are being met: the work is found to be an enjoyable and valuable experience leading towards an understanding of contemporary art music. Some problems identified concern the integration of the teachers, appropriate training for the players and composers, and the elitism of the concert hall. The fieldwork was undertaken with the kind co-operation of the London Sinfonietta education team and the schools involved.
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Arnaud, Charlène, and Edina Soldo. "Towards territorial leadership: missions and roles of territorial public organizations (TPO)." International Review of Administrative Sciences 85, no. 3 (November 29, 2017): 473–89. http://dx.doi.org/10.1177/0020852317723713.
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This research, conducted from the point of view of management sciences, is based on a hybrid exploratory approach. In view of the experience of the territory of the Pays d’Aix in carrying out a territory project – the development and structuring of a local contemporary music sector – an integrative model of territorial leadership is proposed here. This is hinged around three dimensions (being at the service of the territorial stakeholders, being a local transformer, being a collaborative leader) that are interdependent, making it possible to question the roles and missions of public organizations in the implementation of territory projects. Points for practitioners The goal of this research is to question the capacity of a territorial authority to seize leadership in its territory of action. The theoretical construction carried out as well as its managerial implications are aimed at both local elected officials and territorial managers. Indirectly, they can also be of interest to the various territorial stakeholders who will see them as key elements for the understanding of territorial authorities. Territorial leadership is a process that is built around different, interdependent dimensions and is based on territory projects.
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Huang, Hsin-chou. "The Effects of Video Projects on EFL Learners' Language Learning and Motivation." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 1 (January 2015): 53–70. http://dx.doi.org/10.4018/ijcallt.2015010104.
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This study examined the language learning and motivational and effects of a video project, including students' perceptions of the processes, and the impact of peer evaluations. Forty-three intermediate EFL learners in Taiwan communicated their thoughts in multimodal formats by producing a video that involved searching online materials and integrating music and pictures to illustrate their ideas. Results from a one-way ANOVA showed that the language learning effects were more obvious in the low proficiency group than in the high proficiency one. Results from t-test analyses of pre- and post- motivation questionnaires showed that students increased their learning motivation, and interview data showed that students felt that making videos boosted their confidence and improved their technological capability. An examination of peer assessments of videos showed that they promoted peer learning and encouraged self-reflection. This study's findings support the adoption of video projects with lower proficiency students in order to stimulate language production.
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Plamondon, Stephanie, Christopher Grant, Chantel Debert, Dukelow Sean, and Leah Mercier. "Integrating Music Therapy Into Neuro-Rehabilitation for Improved Patient Experience and Outcomes: A QI Project." Archives of Physical Medicine and Rehabilitation 100, no. 12 (December 2019): e185. http://dx.doi.org/10.1016/j.apmr.2019.10.071.
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Laely, Titi Anisatul. "PENGEMBANGAN MODEL PENDIDIKAN INTERGRATIF UNTUK MENGATASI MASALAH SOCIAL DISORDER PADA ANAK-ANAK KAMPUNG SRI RAHAYU PURWOKERTO." Jurnal Penelitian Agama 16, no. 2 (October 14, 2015): 294–307. http://dx.doi.org/10.24090/jpa.v16i2.2015.pp294-307.
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Abstract: This study was a qualitative descriptive examines integrative education model development to address the social disorder in children in Kampung Sri Rahayu Purwokerto. Implementation of the development of integrative educational model (Islam, intellectual-cognitive and creative) with the material of playing language, colors, logic, motion and music can provide a change in behavior and mindset in children at Kampung Sri Rahayu. This can be seen when children are in their environment, whether in the home, community, and school. Providing material that is synonymous with playing children make children easily understand and well accept the transfer of knowledge. Integrative education is done through Islamic education by chanting iqra and practice when leaming to make children have intelligent-religious character. The cognitive and creative intellectual education through integrative leaming to play the material language, color, music, logic and motion shaping children to be intelligent This is refiected in the aioton shaping children the and creative. This is reflected in the ability of children in general knowledge and insight into the religion that formed the child to be intelligent. Implementation of project-based leaming that makes children have creative ideas that allow them to solve problems with creative solutions they think of themselves.
Keywords: Integrative Education, Social Disorder, Children, Kampung Sri Rahayu.
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Berehova, Olena. "Ukrainian piano competitions in the space of global intercultural dialogue." Culturology Ideas, no. 20 (2'2021) (2021): 78–89. http://dx.doi.org/10.37627/2311-9489-20-2021-2.78-89.
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The article clarifies the influence of globalization on the musical culture of Ukraine, in particular, on international piano competitions. It emphases the role of global music organizations, which play an important integrative role in the processes of international artistic exchange and at the same time are a communication field for the demonstration of the best national artistic creative practices. In the field of international music competitions, the most influential organizations, in particular, are the World Federation of International Music Competitions, European Union of Music Competitions for Youth, Alink-Argerich Foundation, etc. The study of information materials of Ukrainian international piano competitions, which are the members of these prestigious international organizations, revealed global trends in the development of the competition and festival movement. Specific examples of international music festivals and other art projects initiated by the organizing committees of Ukrainian piano competitions have shown that they contribute to the development and promotion of Ukraine's cultural identity globally, help spread the best national traditions of musical performance in the world and are one of the best forms of cultural diplomacy.
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He, Wenjun, Katie G. Kirchoff, Royce R. Sampson, Kimberly K. McGhee, Andrew M. Cates, Jihad S. Obeid, and Leslie A. Lenert. "Research Integrated Network of Systems (RINS): a virtual data warehouse for the acceleration of translational research." Journal of the American Medical Informatics Association 28, no. 7 (March 17, 2021): 1440–50. http://dx.doi.org/10.1093/jamia/ocab023.
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Abstract Objective Integrated, real-time data are crucial to evaluate translational efforts to accelerate innovation into care. Too often, however, needed data are fragmented in disparate systems. The South Carolina Clinical & Translational Research Institute at the Medical University of South Carolina (MUSC) developed and implemented a universal study identifier—the Research Master Identifier (RMID)—for tracking research studies across disparate systems and a data warehouse-inspired model—the Research Integrated Network of Systems (RINS)—for integrating data from those systems. Materials and Methods In 2017, MUSC began requiring the use of RMIDs in informatics systems that support human subject studies. We developed a web-based tool to create RMIDs and application programming interfaces to synchronize research records and visualize linkages to protocols across systems. Selected data from these disparate systems were extracted and merged nightly into an enterprise data mart, and performance dashboards were created to monitor key translational processes. Results Within 4 years, 5513 RMIDs were created. Among these were 726 (13%) bridged systems needed to evaluate research study performance, and 982 (18%) linked to the electronic health records, enabling patient-level reporting. Discussion Barriers posed by data fragmentation to assessment of program impact have largely been eliminated at MUSC through the requirement for an RMID, its distribution via RINS to disparate systems, and mapping of system-level data to a single integrated data mart. Conclusion By applying data warehousing principles to federate data at the “study” level, the RINS project reduced data fragmentation and promoted research systems integration.
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Et. al., ShanthaShalini K,. "Facial Emotion Based Music Recommendation System using computer vision and machine learning techiniques." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 10, 2021): 912–17. http://dx.doi.org/10.17762/turcomat.v12i2.1101.
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The face is an important aspect in predicting human emotions and mood. Usually the human emotions are extracted with the use of camera. There are many applications getting developed based on detection of human emotions. Few applications of emotion detection are business notification recommendation, e-learning, mental disorder and depression detection, criminal behaviour detection etc. In this proposed system, we develop a prototype in recommendation of dynamic music recommendation system based on human emotions. Based on each human listening pattern, the songs for each emotions are trained. Integration of feature extraction and machine learning techniques, from the real face the emotion are detected and once the mood is derived from the input image, respective songs for the specific mood would be played to hold the users. In this approach, the application gets connected with human feelings thus giving a personal touch to the users. Therefore our projected system concentrate on identifying the human feelings for developing emotion based music player using computer vision and machine learning techniques. For experimental results, we use openCV for emotion detection and music recommendation.
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van den Daele, Leland, Ashley Yates, and Sharon Rae Jenkins. "Differential Performance of Professional Dancers to the Music Apperception Test and the Thematic Apperception Test." Rorschachiana 39, no. 1 (March 1, 2018): 20–49. http://dx.doi.org/10.1027/1192-5604/a000098.
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Abstract. This project compared the relative performance of professional dancers and nondancers on the Music Apperception Test (MAT; van den Daele, 2014 ), then compared dancers’ performance on the MAT with that on the Thematic Apperception Test (TAT; Murray, 1943 ). The MAT asks respondents to “tell a story to the music” in compositions written to represent basic emotions. Dancers had significantly shorter response latency and were more fluent in storytelling than a comparison group matched for gender and age. Criterion-based evaluation of dancers’ narratives found narrative emotion consistent with music written to portray the emotion, with the majority integrating movement, sensation, and imagery. Approximately half the dancers were significantly more fluent on the MAT than the TAT, while the other half were significantly more fluent on the TAT than the MAT. Dancers who were more fluent on the MAT had a higher proportion of narratives that integrated movement and imagery compared with those more fluent on the TAT. The results were interpreted as consistent with differences observed in neurological studies of auditory and visual processing, educational studies of modality preference, and the cognitive style literature. The MAT provides an assessment tool to complement visually based performance tests in personality appraisal.
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Kazi, Zunaid, and Richard Foulds. "Knowledge Driven Planning and Multimodal Control of a Telerobot." Robotica 16, no. 5 (September 1998): 509–16. http://dx.doi.org/10.1017/s0263574798000666.
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The Multimodal User Supervised Interface and Intelligent Control (MUSIIC) project focuses on a multimodal human-machine interface which addresses user need to manipulate familiar objects in an unstructured environment. The control of a robot by individuals with significant physical limitations presents a challenging problem of telemanipulation. This is addressed by a unique user-interface integrating the user's command (speech) and gestures (pointing) with autonomous planning techniques (knowledge-bases and 3-D vision). The resultant test-bed offers the opportunity to study telemanipulation by individuals with physical disabilities, and can be generalized to an effective technique for other, including remote and time-delayed, telemanipulation. This paper focuses on the knowledge-driven planning mechanism that is central to the MUSIIC system.
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Lazebna, Nataliia, Yuliya Fedorova, and Mariia Kuznetsova. "SCRATCH LANGUAGE OF PROGRAMMING VS ENGLISH LANGUAGE: COMPARING MATHEMATICAL AND LINGUISTIC FEATURES." EUREKA: Physics and Engineering 6 (November 30, 2019): 34–42. http://dx.doi.org/10.21303/2461-4262.2019.00982.
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This paper focuses on Scratch language of programming and traces its math and linguistic features. From a complex consideration about Scratch language programming in linguistic paradigm, focusing on structural, semantic and syntactic features and logic of its narration, this research attempts to clarify specifics of the language and correlate it with the English language features. Global integration of ideas and sciences underline the crucial importance of programming and language conglomerate. Human-computer interfaces, software systems, and development of various programming languages depend on well-balanced structure, shape, logic, and appearance of the actual code. Dynamic characteristics of the Scratch programming environment sustain the creation of interactive and media-rich projects. Ad expansion of Scratch for mediation of animated stories, music videos, science projects, tutorials, and other contents necessitates multifaceted analysis of this programming environment and evokes the interest of researching Scratch from the math and linguistic perspective as one possible projection on various aspects of the considered programming language.